Performance Improvement 2011-2012. Did The Impacts Of The Original Project Upgrade Study Persist As Children Progress Through Their First, Second, And Third Grade Years of Elementary School?


Researchers tested the effectiveness of three different language/literacy interventions on preschool-age children's language and emergent literacy skills in Project Upgrade. The three interventions had two components: a professional development component and a curriculum component. The professional development model had a staffing plan with several layers of supervision and a training plan that featured three sequenced training sessions over an 18-month period, combined with ongoing mentoring and support over the entire period. Two nationally known curricula and one developed by a local academic were tested.

There were significant impacts prior to school entry for two of the three interventions on children's language and emergent skills. The study also found significant impacts on both students whose teachers had received the curriculum training in English and students whose teachers received the training in Spanish, but the impacts were larger for the students with Spanish dominant teachers.

Report Title: Evaluation of Child Care Subsidy Strategies, Follow-Up Study of the Participants in Project Upgrade in Miami-Dade
Agency Sponsor: ACF-OPRE, Office of Planning, Research and Evaluation
Federal Contact: Ivelisse Martinez-Beck, 202-690-7885
Performer: Abt Associates
Record ID: 9812 (Report completed September 15, 2011)

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"PerformanceImprovement2011-2012.pdf" (pdf, 701.44Kb)

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